sr.fishkill.11 introduction as an assigned fish mortality investigator (fmi) of spirit lake, you...

SR.FISHKILL.1SR.FISHKILL.1 11

IntroductionIntroduction

As an assigned Fish Mortality Investigator As an assigned Fish Mortality Investigator (FMI) of (FMI) of Spirit LakeSpirit Lake, you will be trained to , you will be trained to identify some of the common causes of identify some of the common causes of fish kills and how to analyze data of some fish kills and how to analyze data of some local lakes in Washington and Minnesota local lakes in Washington and Minnesota before traveling back to MSH. before traveling back to MSH.


The Scenario and QuestionsThe Scenario and QuestionsYou and another investigator travel to your You and another investigator travel to your

assigned lake. As you approach the lake, assigned lake. As you approach the lake, you are almost overwhelmed by a horrible you are almost overwhelmed by a horrible smell. When you arrive at the lake, the smell. When you arrive at the lake, the source of the smell is clearly evident: dead source of the smell is clearly evident: dead fish of all shape, sizes, and species are fish of all shape, sizes, and species are floating on the surface of the once pristine floating on the surface of the once pristine lake. You and your colleague wonder,lake. You and your colleague wonder,

““What causes fish kills?What causes fish kills?”” and and ““If there is more than one cause, how do If there is more than one cause, how do

you determine the cause of a specific fish you determine the cause of a specific fish kill?kill?””

Last update: July 2010 Created by Sharon Grimes April 2009

BCPS Research Module or Slam Dunk Model, Copyright 2005, Baltimore County Public Schools, MD, all rights reserved. The models may be used for educational, non-profit school use only. All other uses, transmissions, and duplications are prohibited unless permission is granted expressly. This lesson

is based on Jamie McKenzie’s Slam Dunk Lesson module available at http://questioning.org/module2/quick.html.

Photo courtesy of Maryland Department of Natural Resources


Preliminary hypothesis:Preliminary hypothesis:

Before you gather information and Before you gather information and data, what is your preliminary data, what is your preliminary hypothesis about what caused the fish hypothesis about what caused the fish kill?kill? (Record this in your notes.) (Record this in your notes.)


Background InformationBackground Information

The first site you will visit The first site you will visit examines the examines the common causes of fish kills.

Scientists, like researchers, Scientists, like researchers, begin by gathering begin by gathering background information. background information. After you visit the Web site, After you visit the Web site, Common Causes of Fish Kills, , list the common causes in list the common causes in your notesyour notes..

Photo courtesy of the NASA Earth Observatory


Background InformationBackground Information

The second site you will visit is from the The second site you will visit is from the Maryland Department of the Environment where where you will examine data about the number and you will examine data about the number and causes of fish kills in Maryland.causes of fish kills in Maryland.

Now that you have an overview of the primary Now that you have an overview of the primary causes of fish kills, you will need to dig a little causes of fish kills, you will need to dig a little deeper to find the most likely cause(s). deeper to find the most likely cause(s). Based Based on the information that you gathered from on the information that you gathered from the Maryland Department of the Environment, the Maryland Department of the Environment, what are the top two causes of fish kills in what are the top two causes of fish kills in Maryland?Maryland?


Data CollectionData Collection

After you build your background After you build your background knowledge about fish kills in general, you knowledge about fish kills in general, you will analyze data from the will analyze data from the Water on the Web Project to identify the to identify the specific cause of the fish kill you and your specific cause of the fish kill you and your friend observed. friend observed.

Use the Data Visualization Toolkit Use the Data Visualization Toolkit Directions to load your data. Directions to load your data.


Group ResearchGroup Research

After you are assigned to a group and a After you are assigned to a group and a lake to investigate, then, click on the lake to investigate, then, click on the appropriate link to collect the data that will appropriate link to collect the data that will allow you to identify the cause of the fish allow you to identify the cause of the fish kill. kill. Enter your data on the graph on your Enter your data on the graph on your notes pagenotes page..

Lake Washington, Washington Lake Sammamish, Washington Ice Lake, Minnesota Shagawa Lake, Minnesota Medicine Lake, Minnesota


Lake Data AssignmentsLake Data AssignmentsGroupGroup LakeLake Date #1Date #1 Date #2Date #2 Date #3Date #3

AA N. Lake N. Lake WashingtonWashington

7/15/20017/15/2001 9/30/20029/30/2002 6/25/20046/25/2004

BB S. Lake S. Lake WashingtonWashington

6/17/20016/17/2001 6/17/20026/17/2002 6/17/20046/17/2004

CC N. Lake N. Lake SammamishSammamish

7/13/20027/13/2002 7/13/20037/13/2003 7/13/20047/13/2004

DD S. Lake S. Lake SammamishSammamish

4/17/20014/17/2001 4/17/20034/17/2003 4/17/20044/17/2004

EE Ice LakeIce Lake 9/4/20029/4/2002 9/4/20039/4/2003 9/4/20049/4/2004

FF Shagawa LakeShagawa Lake 10/11/200110/11/2001 9/24/20039/24/2003 10/11/200310/11/2003

GG Medicine LakeMedicine Lake 10/6/200110/6/2001 10/6/200210/6/2002 10/6/200310/6/2003


Data AnalysisData Analysis Just like a detective, you will begin by examining Just like a detective, you will begin by examining

the primary suspect on three dates which in this the primary suspect on three dates which in this case is the principle cause of fish kills as case is the principle cause of fish kills as revealed by your research.revealed by your research.

LakeLake Dissolved Dissolved OxygenOxygen

TemperatureTemperature SalinitySalinity pHpH TurbidityTurbidity

Normal Normal RangeRange


The Assessment ActivityThe Assessment Activity

Record your answers to the questions below on your Record your answers to the questions below on your notes page.notes page.

Analyze the real time data you collected. Based on your Analyze the real time data you collected. Based on your analysis, what conclusions did you draw about the analysis, what conclusions did you draw about the probable primary cause of the fish kill? Remember to probable primary cause of the fish kill? Remember to justify your response and include a brief explanation of justify your response and include a brief explanation of how you came to that conclusion.how you came to that conclusion.


Enrichment ActivitiesEnrichment Activities Now that you understand the Now that you understand the

causes of fish kills, causes of fish kills, what if what if anything can be done to prevent anything can be done to prevent them?them?

Go to Go to Common Causes of Fish Kills and read about what can be done and read about what can be done to prevent fish kills. You are to prevent fish kills. You are encouraged to research more encouraged to research more ideas on your own!ideas on your own!

ApplicationApplication: As a trained FMI, : As a trained FMI, what factors would you like to what factors would you like to investigate in order to solve the investigate in order to solve the fish kill of Mount St. Helens?fish kill of Mount St. Helens?

Photo courtesy of Brown University


EvaluationEvaluation

Now, create a Public Service Now, create a Public Service Announcement (PSA) informing the public Announcement (PSA) informing the public about what they can do to prevent future about what they can do to prevent future fish kills! Post your PSA on the wiki!fish kills! Post your PSA on the wiki!


Teacher Support MaterialsTeacher Support MaterialsObjective:Objective: Students will analyze real time data to determine Students will analyze real time data to determine

the probable primary cause of a fish kill.the probable primary cause of a fish kill.A. Scientific Inquiry: A. Scientific Inquiry: 1. Access and process 1. Access and process

information from readings, investigations, and/or information from readings, investigations, and/or oral communications.oral communications.

Overarching Question:Overarching Question: How are organisms How are organismsDependent on living and non-living factors for their survival??Dependent on living and non-living factors for their survival??Teacher Note: Teacher Note: The Flesch-Kincaid Grade Level Readability The Flesch-Kincaid Grade Level Readability

is 14.9 on the Maryland Department of the Environment; is 14.9 on the Maryland Department of the Environment; review with students how to use text features and review with students how to use text features and graphs to gather information.graphs to gather information.

Time Management Strategies:Time Management Strategies: Two 45-minute periods are recommended.Two 45-minute periods are recommended. Students can be partnered for the student activity.Students can be partnered for the student activity.Differentiation:Differentiation: Give students a checklist of activities to complete during Give students a checklist of activities to complete during

the lesson.the lesson. Use the Read Aloud feature in Use the Read Aloud feature in NetTrekker if students if students

have difficulty reading the text independently.have difficulty reading the text independently. Give students a graphic organizer to help with the Give students a graphic organizer to help with the

extended constructive response.extended constructive response. Print student copies; allow them to highlight important Print student copies; allow them to highlight important

information; bold key terms.information; bold key terms. Allow students to work in pairs.Allow students to work in pairs.AVID Strategy: AVID Strategy: Collaborative LearningCollaborative Learning Learning StylesLearning Styles: : VisualVisual, , Active, , ReflectiveReflective, ,

Global Understanding, Analytical Understanding, Analytical Understanding

Maryland Voluntary State Curriculum Goal: 3.0 Life Science: Students will use scientific

skills and processes to explain the dynamic nature of living things, their interactions, and the results from the interactions that occur over time.

Ecology, Indicator: 1. Give reasons supporting the fact that the number of organisms an environment can support depends on the physical conditions and resources available.

• b. Identify and describe factors that could limit populations within any environment, such as disease, introduction of nonnative species, depletion of resources, etc.

enGauge

“As society changes, the skills needed to negotiate the complexities of life also change…To achieve success in the 21st century, students also need to attain proficiency in science, technology, and culture, as well as gain a thorough understanding of information in all its forms.” (enGauge)

Digital-Age Literacy includes: • Information Literacy• Technological Literacy• Scientific Literacy

sr.fishkill.11 introduction as an assigned fish mortality investigator (fmi) of spirit lake, you...

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